Gestão democrática das escolas (1974-1976) e infidelidades normativas múltiplas
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Data
2024
Autores
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University of Lusophone Humanities and Technology
Resumo
Durante o período revolucionário pós-25 de Abril de 1974 ocorreram em várias escolas portuguesas ações tendo em vista substituir os diretores escolares, nomeados pelo regime autoritário, por órgãos colegiais eleitos. Isso foi iniciado logo nos primeiros dias que se seguiram ao golpe de Estado, que cedo foi transformado numa revolução, através de processos distintos, inicialmente sem autorização do primeiro governo provisório. Apenas um mês depois do início daquelas práticas elas foram legalmente reconhecidas e a sua generalização a outras escolas do país foi autorizada. Até finais de 1976, ocorreram dinâmicas de autogoverno escolar lideradas por assembleias deliberativas, compostas por professores, decidindo sobre múltiplas questões, bastante para além daquilo que era permitido pela legislação em vigor, de tal modo que estas assembleias foram legalmente afastadas por um decreto de dezembro de 1974. Na prática, contudo, as reuniões plenárias continuaram a ocorrer e a decidir sobre um vasto conjunto de assuntos, configurando aquilo que o autor designou por infidelidades normativas de grande alcance e que, por sua vez, revelaram capacidade de vir a engendrar infidelidades normativas múltiplas e subsequentes, com expressão em quase todas as áreas de decisão e gestão escolares.
During the revolutionary period after April 25, 1974, actions took place in several Portuguese schools with a view to replacing school directors, appointed by the authoritarian regime, with elected collegiate bodies. This began in the first days following the coup d’état, which was soon transformed into a revolution, through different processes, initially without authorisation from the first provisional government. Just a month after the beginning of those practices, they were legally recognised and their generalisation to other schools in the country was authorised. Until the end of 1976, there were dynamics of school self-government led by deliberative assemblies, composed of teachers, deciding on multiple issues, well beyond what was permitted by current legislation, to such an extent that these assemblies were legally removed by a decree in December 1974. In practice, however, plenary meetings continued to take place and decide on a wide range of issues, configuring what the author called far-reaching normative infidelities and which, in turn, revealed the capacity to engender subsequent and multiple normative infidelities, with expression in almost all areas of school decision-making and management.
During the revolutionary period after April 25, 1974, actions took place in several Portuguese schools with a view to replacing school directors, appointed by the authoritarian regime, with elected collegiate bodies. This began in the first days following the coup d’état, which was soon transformed into a revolution, through different processes, initially without authorisation from the first provisional government. Just a month after the beginning of those practices, they were legally recognised and their generalisation to other schools in the country was authorised. Until the end of 1976, there were dynamics of school self-government led by deliberative assemblies, composed of teachers, deciding on multiple issues, well beyond what was permitted by current legislation, to such an extent that these assemblies were legally removed by a decree in December 1974. In practice, however, plenary meetings continued to take place and decide on a wide range of issues, configuring what the author called far-reaching normative infidelities and which, in turn, revealed the capacity to engender subsequent and multiple normative infidelities, with expression in almost all areas of school decision-making and management.
Descrição
Palavras-chave
EDUCATION, MANAGEMENT, SCHOOLS, EDUCAÇÃO, GESTÃO DEMOCRÁTICA, ESCOLAS
Citação
Lima, L C 2024, 'Gestão democrática das escolas (1974-1976) e infidelidades normativas múltiplas', Revista Lusófona de Educação, vol. 63, no. 63, pp. 71-84. https://doi.org/10.60543/issn.1645-7250.rle63.05